RBT Competency Exam Questions
and Answers/ verified.
A-01: Describe how to prepare for data collection - -Have all data sheets, materials, look
at previous data, targets, SD, response criteria.
-A-02: Implement continuous measurement procedures (e.g., frequency, duration) - -
Continuous:
Frequency: How many times
Duration: How long did behavior occur
Rate: Frequency/Duration
-A-03: Implement discontinuous measurement procedures (e.g., partial & whole
interval, momentary time sampling) - -Discontinuous:
Partial Interval recording: Have a time period (1 min) broken down within 6 parts (10
seconds). Put a check if behavior happens AT ALL during interval.
Whole interval recording: Behavior has to happen for THE FULL 10 seconds.
Momentary time sampling: Only on the LAST SECOND- it can happen for 9 seconds,
but if stops on 10, does not count.
-A-04: Implement permanent product recording procedures - -Permanent product:
Behavior's permanent effect on the environment (ex: seeing a hole punched in the wall-
you don't have to see the person do it but you know they did it).
-A-05: Enter data and update graphs. - -Make a graph. Label everything.
Example: Duration of minutes of on task behavior over days.
, -B-01: Define and provide examples of behavior and the environment in observable and
measurable terms. - -Behavior: Topography, Frequency, Duration, Function, Magnitude
Environment: Time of day, Stimuli, Who is present, Where, Activity.
-B-02: Conduct preference assessments. - -Forced Choice: Showing items and making
them pick one
Free choice: Frequency of item picked, duration.
Preference assessment shows hierarchy of reinforcement.
-B-03: Describe how you would assist with individualized assessment procedures (eg.,
curriculum-based, developmental, social skills) - -Essentially do what you are told to...
run programs, take data, etc.
-B-04: Assist with functional assessment procedures. - -Functional assessment: finding
out what the function of behavior is (ABC Data- antecedent, behavior, consequence)
-C-01: Identify the essential components of a written skill acquisition plan. - -
Workshop reports
-C-02: Describe how to prepare for the session as required by the skill acquisition plan.
- -Read the report and implement changes
-C-03: Use contingencies of reinforcement (e.g., conditioned/unconditioned
reinforcement, continuous/intermittent schedules). - -Unconditioned: You are born
knowing this is reinforcing (food, water, warmth, sex, etc).
Conditioned: Something you have learned is reinforcing (money, token, toys). Stimulus
becomes conditioned reinforcement when paired with an unconditioned reinforcement
(eg- money provides food.)
and Answers/ verified.
A-01: Describe how to prepare for data collection - -Have all data sheets, materials, look
at previous data, targets, SD, response criteria.
-A-02: Implement continuous measurement procedures (e.g., frequency, duration) - -
Continuous:
Frequency: How many times
Duration: How long did behavior occur
Rate: Frequency/Duration
-A-03: Implement discontinuous measurement procedures (e.g., partial & whole
interval, momentary time sampling) - -Discontinuous:
Partial Interval recording: Have a time period (1 min) broken down within 6 parts (10
seconds). Put a check if behavior happens AT ALL during interval.
Whole interval recording: Behavior has to happen for THE FULL 10 seconds.
Momentary time sampling: Only on the LAST SECOND- it can happen for 9 seconds,
but if stops on 10, does not count.
-A-04: Implement permanent product recording procedures - -Permanent product:
Behavior's permanent effect on the environment (ex: seeing a hole punched in the wall-
you don't have to see the person do it but you know they did it).
-A-05: Enter data and update graphs. - -Make a graph. Label everything.
Example: Duration of minutes of on task behavior over days.
, -B-01: Define and provide examples of behavior and the environment in observable and
measurable terms. - -Behavior: Topography, Frequency, Duration, Function, Magnitude
Environment: Time of day, Stimuli, Who is present, Where, Activity.
-B-02: Conduct preference assessments. - -Forced Choice: Showing items and making
them pick one
Free choice: Frequency of item picked, duration.
Preference assessment shows hierarchy of reinforcement.
-B-03: Describe how you would assist with individualized assessment procedures (eg.,
curriculum-based, developmental, social skills) - -Essentially do what you are told to...
run programs, take data, etc.
-B-04: Assist with functional assessment procedures. - -Functional assessment: finding
out what the function of behavior is (ABC Data- antecedent, behavior, consequence)
-C-01: Identify the essential components of a written skill acquisition plan. - -
Workshop reports
-C-02: Describe how to prepare for the session as required by the skill acquisition plan.
- -Read the report and implement changes
-C-03: Use contingencies of reinforcement (e.g., conditioned/unconditioned
reinforcement, continuous/intermittent schedules). - -Unconditioned: You are born
knowing this is reinforcing (food, water, warmth, sex, etc).
Conditioned: Something you have learned is reinforcing (money, token, toys). Stimulus
becomes conditioned reinforcement when paired with an unconditioned reinforcement
(eg- money provides food.)
